Dialogic Restorying: A?Novel Methodology for Provoking Second Language Teacher Development across the Career Span

Autor/inn/en	Rieker, Jacob; Johnson, Karen E.
Titel	Dialogic Restorying: A?Novel Methodology for Provoking Second Language Teacher Development across the Career Span
Quelle	In: TESL-EJ, 27 (2023) 2, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rieker, Jacob) ORCID (Johnson, Karen E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Sociocultural Patterns; Learning Theories; Longitudinal Studies; Language Teachers; Second Language Learning; Second Language Instruction; Dialogs (Language); Masters Programs; Teacher Education Programs; Teacher Attitudes; Graduate Study; Faculty Development; English (Second Language); Social Cognition + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Learning theory; Lerntheorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Dialog; Dialogs; Dialogue; Dialogues; Magister course; Magisterstudiengang; Lehrerverhalten; Aufbaustudium; Graduiertenstudium; Hauptstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Kognition
Abstract	Grounded in Vygotskian sociocultural theory, we propose a novel methodology for second language teacher cognition research called "dialogic restorying." We exemplify this methodological innovation by presenting a qualitative longitudinal project in which we prompted L2 teachers to revisit and restory what Veresov (2017) calls "dramatic moments" extracted from reflections they wrote throughout their learning-to-teach experiences in a 2-year MA TESL program (see Johnson, Verity, & Childs, 2020; 2023). These practicing teachers engaged in "dialogic restorying" with the interviewer by reflecting on the importance of these dramatic moments and their continuing influence on how they orient to teaching in their current instructional contexts two to three years after graduation. Mutual engagement in "dialogic restorying" not only allowed access into these L2 teachers' perceptions of the significance of their learning-to-teach experiences but also opened up the potential for these interviews to be meaningful encounters that continued to have developmental value for the teacher-participants. We contend that dialogic restorying yields important longitudinal insights into L2 teachers' developmental trajectories while also bringing to the surface the importance of recognizing the mediational influence that research methodology can, and from our perspective, "should" have on participants in investigations of L2 teacher development across the career span. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01